Teachers' Work Intensification and Educational Contradictions in Aboriginal Communities

Wotherspoon, Terry

doi:10.1111/j.1755-618x.2008.00021.x

Cited by 20 publications

(14 citation statements)

References 21 publications

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“…Furthermore, non-Indigenous students may still go through their entire educational career without learning about Indigenous Peoples and the history and legacy of residential schooling in Canada. Wotherspoon (2006Wotherspoon ( , 2008 also found that educators had varying responses to Indigenous oriented schooling reform. While some educators increased sensitivity to Indigenous students and wanted to implement change in curriculum content and instructional methods, other educators remained fixated on teaching their subject along a universal standard curriculum mandate and believed that all students should be treated the same (see also St.…”

Section: Discussionmentioning

confidence: 99%

“…Indigenous curricular content as well as traditional Indigenous methods of teaching and learning are also seen to contribute to Indigenous student self-confidence, self-esteem, and cultural identity (McDonald, 2011;Taylor & Wright, 2003). There is reason to believe, however, that due to various environmental pressures educator practices may be inconsistent with Indigenous curricular policies, preventing substantial change at the level of teaching and learning (Labaree, 2010;Wotherspoon, 2006Wotherspoon, , 2008.…”

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confidence: 99%

“…Denis, 2011). Indigenous Peoples' perspectives on the school system have been negatively affected by residential school experiences, leading to intergenerational distrust of and discomfort with the Canadian education system (Milne, 2016;Perley, 1993;Truth and Reconciliation Commission of Canada, 2015d;Wotherspoon, 2006Wotherspoon, , 2008Wotherspoon & Schissel, 2003).…”

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confidence: 99%

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Implementing Indigenous Education Policy Directives in Ontario Public Schools: Experiences, Challenges and Successful Practices

Milne

2017

iipj

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The Ontario Ministry of Education has declared a commitment to Indigenous student success and has advanced a policy framework that articulates inclusion of Indigenous content in schooling curriculum (Ontario Ministry of Education, 2007). What are the perceptions among educators and parents regarding the implementation of policy directives, and what is seen to encourage or limit meaningful implementation? To answer these questions, this article draws on interviews with 100 Indigenous (mainly Haudenosaunee, Anishinaabe, and Métis) and non-Indigenous parents and educators from Ontario Canada. Policy directives are seen to benefit Indigenous and non-Indigenous students. Interviews also reveal challenges to implementing Indigenous curricular policy, such as unawareness and intimidation among non-Indigenous educators regarding how to teach material. Policy implications are considered.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Implementing Indigenous Education Policy Directives in Ontario Public Schools: Experiences, Challenges and Successful Practices

Milne

2017

iipj

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“…As progress is made to address these concerns, several obstacles remain. Educators committed to changing pedagogical practices and incorporating curricular content that acknowledges Indigenous cultural heritage and learning contexts often lack the knowledge, confidence, or support to do so effectively (Canadian Teachers' Federation [CTF], 2015;Milne, 2017;People for Education, 2017;Wotherspoon, 2006Wotherspoon, , 2008. An Ontario study revealed that educators sometimes have limited knowledge about official Indigenous curricular policy documents and directives, while others have difficulty finding, interpreting, and using resources to the extent that non-Indigenous students sometimes "go through their entire educational career without learning about Indigenous Peoples and the history and legacy of residential schooling in Canada" (Milne, 2017, p. 10).…”

Section: Literature Reviewmentioning

confidence: 99%

What Do Indigenous Education Policy Frameworks Reveal about Commitments to Reconciliation in Canadian School Systems?

Wotherspoon

Milne

2020

iipj

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The national Truth and Reconciliation Commission of Canada has challenged governments and school boards across Canada to acknowledge and address the damaging legacies of residential schooling while ensuring that all students gain an adequate understanding of relations between Indigenous Peoples and non-Indigenous peoples. This article explores the dynamics and prospects for effective change associated with reforms in elementary and secondary education systems since the release of the Commission’s Calls to Action, focusing on the policy frameworks employed by provincial and territorial governments to guide these actions. The analysis examines critically the overt and hidden messages conveyed through discourses within policy documents and statements. The key questions we address include: What do current education policy frameworks and actions regarding Indigenous Peoples reveal about government approaches to education and settler–Indigenous relationships in Canada? To what extent is effective reconciliation possible, and how can it be accomplished in the context of institutional structures and discourses within a White settler colonial society? The findings reveal that substantial movement towards greater acknowledgement of Indigenous knowledge systems and incorporation of Indigenous content continues to be subordinated to or embedded within Western assumptions, norms, and standards.

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“…In the literature that addressed teachers" work and lives, there is abundant evidence of the detrimental impact of the intensification of teachers" work on teachers" professional identity, moral purpose, and desire to remain in teaching (e.g. Merson, 2000;Penrice, 2011;Wotherspoon, 2008;Roberts-Holmes, 2003;Smethem, 2007). Although my research offers some support to these findings, as the discussion of the results in the above shows, there also seems to be some differences.…”

Section: A Influences Of Intensification On Teachers' Identitiesmentioning

confidence: 58%

Bahraini School English Language Teachers’ Beliefs and Professionalism under New Educational Reforms in Bahrain: An Interpretive Perspective

Hasan¹

2015

IJBMTE

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This study sought to explore Bahraini teachers" beliefs about teaching and learning as they related to their daily work and their interactions with the contexts in which they worked and lived so as to construct a deeper understanding of their professionalism. It particularly investigated the effects of contextual factors, in light of the recent educational reform initiatives in Bahrain, on the professional lives of practicing Bahraini school English language teachers who completed a Post Graduate Diploma in Education (PGDE) at Bahrain Teachers College (BTC) between 2008 and 2012. Research data were collected through face-to-face semistructured in-depth interviews with twelve teachers in the primary, intermediate and secondary schools, whose experiences ranged between four to ten years at the time of the interviews. The research revealed that the teachers" professional lives were influenced by three main contextual factors: intensification of teachers" work, marginality of teachers and control in education. These factors were found to be complex as they were not only influenced by the educational system and the environment in which the teachers worked and lived but also by personality issues. Hence, although these factors significantly impacted upon the teachers" professional autonomy and commitment, created moral dilemmas for them, and brought with them the question of what it means to be a teacher under increasing scrutiny, the findings showed that the consequences of these factors on the teachers" professionalism varied from teacher to teacher and from context to context, emphasising that this impact was largely mediated by the teachers" values and sense of professional identity. The study highlights the situated nature of teachers" beliefs and the importance of considering teachers" professional identities, values and moral purposes in any educational reform attempts that aim to improve teacher practice. This study also has implications for teacher beliefs and knowledge, teacher professionalism, and teacher education.

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Teachers' Work Intensification and Educational Contradictions in Aboriginal Communities

Cited by 20 publications

References 21 publications

Implementing Indigenous Education Policy Directives in Ontario Public Schools: Experiences, Challenges and Successful Practices

Implementing Indigenous Education Policy Directives in Ontario Public Schools: Experiences, Challenges and Successful Practices

What Do Indigenous Education Policy Frameworks Reveal about Commitments to Reconciliation in Canadian School Systems?

Bahraini School English Language Teachers’ Beliefs and Professionalism under New Educational Reforms in Bahrain: An Interpretive Perspective

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